Relationships between Self-Determined Motivation and Self-Identity Within Efl Context

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Project title

Code/計畫編號

MOST105-2410-H019-030

Translated Name/計畫中文名

以英語為外語環境中自我決定動機理論與自我認同的關係

Funding Organization/主管機關

National Science and Technology Council

Co-Investigator(s)/共同執行人

黃文志(計畫主持人)

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=11947066

Year

2016

Start date/計畫起

01-10-2016

Expected Completion/計畫迄

30-09-2017

Co-Investigator(s)

Tsung-Yuan Hsiao

Bugetid/研究經費

314千元

ResearchField/研究領域

語文

本研究主要目的為確認語言學習自我認同的研究工具有效與否，並檢驗自我決定動機理論和語言學習自我認同的內部結構，以及建構兩者之間相互關係的模式。近年來，在第二語言習得的社會文化領域中，有關於語言學習認同的議題受到廣泛討論 (Ortega, 2009)。Gao, Cheng, Zhao, and Zhou (2005) 透過多變量變異數分析 (MANOVA) 來檢驗人口特徵對於自我認同是否有顯著影響。Gao, Zhao, Cheng, and Zhou (2007) 更進一步探討不同動機類型與自我認同之間的關聯。然而，多數研究並沒有提供一套完整的動機理論基礎。本研究資料收集主要分為兩部分，一者為前導性研究，一共有165 位參與者，另一者為正式研究，總數大約為300 位參與者。本研究使用兩份修改過的問卷作為研究工具，來檢驗自我決定動機理論以及語言學習自我認同在英語學習中的角色。此外，資料分析可分為三步驟，包括迴歸分析，驗證性因素分析，以及結構方程模式。本研究計畫的貢獻包含：(a) 確認有效的自我認同研究工具來應用在台灣英語學習的環境，(b) 對於自我認同的概念有較佳的理解，並幫助老師在課堂中留意學生母語和第二外語的發展，(c) 建立一個自我決定動機理論與語言學習自我認同模式來提供理論上與教學上應用 The proposed study aims at validating a research instrument of language learning self-identity, testing the structure of self-determined motivation and language learning self-identity, and constructing a model of the relationship between self-determined motivation and language learning self-identity in the English as foreign language (EFL) context. Issues concerning language learner identities have recently been discussed extensively in the socio-cultural field of second language acquisition (SLA) (Ortega, 2009). Gao, Cheng, Zhao, and Zhou (2005) had examined the role of self-identity by applying multivariate analysis of variance (MANOVA) to see whether demographic features had significant effects on changes in self-identity. Later, Gao, Zhao, Cheng, and Zhou (2007) studied the relationships between English learning motivation types and changes in self-identity among university students. To date, most research studies dealing with this issue have incorporated the motivational constructs without providing a theoretical base for motivation. The data collection of this study will be generally divided into two parts, including a pilot study with 165 freshmen already completed, and a formal study proposed here which will recruit about 300 EFL Freshmen. Two research instruments will be revised and used in the present study to measure self-determined motivation and self-identity in the EFL context. Three research hypotheses will be tested based on results of the pilot study. The data analyses will involve three approaches, including regression analysis, confirmatory factor analysis, and structural equation modeling. Expected contributions of the proposed study include: (a) A validated research instrument of self-identity which can be used in the Taiwanese English as a foreign language context, (b) a better understanding toward the concept of self-identity which can assist teachers to pay attention to learners’ L1 and L2 development in the classroom, and (c) a model relating self-determined motivation to language learning self-identity which can provide theoretical and pedagogical implications.

Keyword(s)

第二語言習得
語言學習自我認同
自我決定動機理論
結構方程模式
second language acquisition
language learner self-identity
self-determined motivation
structural equation modeling

DSpace CRIS

Relationships between Self-Determined Motivation and Self-Identity Within Efl Context

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